Observation/Reflection #1: Starting From the Beginning
How a teacher greets students, takes care of logistics, and begins his or her lessons is CRUCIAL! During this observation, focus on how class begins. Where is your CT beforeclass begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson? Is the approach your CT used during this lesson consistent with what we have discussed in class during our collaborative lesson planning sessions? (Hop, Skip, & Jump Lab; Bicycle Lab)
As my CT's students walked into the classroom, she was on her computer and getting her worksheet ready to go over. She has the days and subject agendas already written on the board. The students have all class to write down the next nights homework, and also get to see a little bit on how the day goes. Then the students went up to the board and since it is a small class of about 8, they each could write a question from last nights homework. Then after each problem was up there the teacher went over each problem making sure the entire class understood. After homework she started a small new topic that could appear on the AP chemistry test. They went through a power point dealing with halogenation reactions as the students wrote down notes they would ask good questions to clarify what was being taught. Then my CT showed a few videos showing some of the reactions actually happening, which the students really enjoyed. She did have a little technical problem with the video, but got it working after that.
This lesson was not as hands on as the lessons such as Hop,skip, and jump, and the bike lab. This was more of a note taking day, and the students didnt seem too board with it, because the teacher incorporated some multimedia with the videos and throughout the power point. Although it was a power point presentation, she did a good job making it very interactive. It was almost like a show, she cued the next slide very well. It is clear she has done this once or twice before. As for the pace of the class it went pretty smoothly, there wasn't much rushing around towards the end, and in the second class she finished very nicely with a current event that had to do with what they were learning. The students did shy away from engaging, and she engaged the students that were trying to get away with not saying anything. For a note taking class it went well and was somewhat interesting, I even got interested in what was being taught.
What I want to take from this is the pace of the class needs to be on point. There was little sitting around so the students didnt have time to get side tracked. It was quick and interesting. It was a good way to shield the note taking.
Observation/Reflection #1: Starting From the Beginning
How a teacher greets students, takes care of logistics, and begins his or her lessons is CRUCIAL! During this observation, focus on how class begins. Where is your CT beforeclass begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson? Is the approach your CT used during this lesson consistent with what we have discussed in class during our collaborative lesson planning sessions? (Hop, Skip, & Jump Lab; Bicycle Lab)As my CT's students walked into the classroom, she was on her computer and getting her worksheet ready to go over. She has the days and subject agendas already written on the board. The students have all class to write down the next nights homework, and also get to see a little bit on how the day goes. Then the students went up to the board and since it is a small class of about 8, they each could write a question from last nights homework. Then after each problem was up there the teacher went over each problem making sure the entire class understood.
After homework she started a small new topic that could appear on the AP chemistry test. They went through a power point dealing with halogenation reactions as the students wrote down notes they would ask good questions to clarify what was being taught. Then my CT showed a few videos showing some of the reactions actually happening, which the students really enjoyed. She did have a little technical problem with the video, but got it working after that.
This lesson was not as hands on as the lessons such as Hop,skip, and jump, and the bike lab. This was more of a note taking day, and the students didnt seem too board with it, because the teacher incorporated some multimedia with the videos and throughout the power point. Although it was a power point presentation, she did a good job making it very interactive. It was almost like a show, she cued the next slide very well. It is clear she has done this once or twice before. As for the pace of the class it went pretty smoothly, there wasn't much rushing around towards the end, and in the second class she finished very nicely with a current event that had to do with what they were learning. The students did shy away from engaging, and she engaged the students that were trying to get away with not saying anything. For a note taking class it went well and was somewhat interesting, I even got interested in what was being taught.
What I want to take from this is the pace of the class needs to be on point. There was little sitting around so the students didnt have time to get side tracked. It was quick and interesting. It was a good way to shield the note taking.